29 février 2012

Hirsch - The Knowledge Deficit

Publisher's description

Hirsch shows why American students perform less well than students in other industrialized countries. Drawing on classroom observation, the history of ideas, and current scientific understanding of the patterns of intellectual growth, he builds the case that our schools have indeed made progress in teaching the mechanics of reading, but do not convey the more complex and essential content needed for reading comprehension. Hirsch reasons that literacy depends less on formal reading 'skills' and more on exposure to rich knowledge. His argument gives parents specific tools for enhancing their child's ability to read with comprehension; shows how No-Child-Left-Behind tests and SATs are measuring a kind of knowledge that is not being taught in our schools; and maps out how American schools can become a strong antidote to poverty and to the race-based achievement gap, and thus fulfill our democratic ideal for our children.

E.D. Hirsch Jr. (Core Knowledge)

1- Le croisé inattendu

2- Romancer l'enfant

3- 8 Short Chapters on E.D. Hirsch Educational Theory

4- E. D. Hirsch, Jr. (Core Knowledge)



http://books.google.com/books?id=djCgIkW1IKAC&pg=PA83&hl=fr&source=gbs_selected_pages&cad=3#v=twopage&q&f=false


"One of the major contributions of psychology is the recog­nition [that] much of the information needed to under­stand a text is not provided by the information expressed in the text itself but must be drawn from the language user's knowledge of the person, objects, states of affairs, or events the discourse is about.
T. A. VAN DIJK AND W. KINTSCH 

"I am sure that the power of vested interests is vastly exagger­ated compared with the graduat encroachment of ideas . . . Soon or late, it is ideas, not vested interests, which are dan­gerous for good or evil. 
J. M. KEYNES The General Theory of Employment, Interest, and Money 


Read extracts of The Knowledge Deficit by Hirsch on Amazon 

CONTENTS

PREFACE                                                                                                      Xi
1.        WHY Do WE HAVE A KNOWLEDGE DEFICIT?                                           1
The Achievement Crisis 1
The Curse of Romantic Ideas 3
Should Schooling Be Natural? 7
What About "Mere Facts"? 8
Is Knowing How Better than Knowing What? 11
Is Society to Blame? 14
Making Better Ideas Prevail 16
2.        SOUNDING OUT: JUST THE BEGINNING OF READING                              23
What We've Recently Achieved 23
Is Reading Like Listening? 26
Filling in the Blanks 35
Are Some Kinds of Knowledge Better than Others? 39
Reading Strategies: A Path to Boredom 45
3.        KNOWLEDGE OF LANGUAGE                                                                  51
Learning the Standard Language 51
Learning Grammar 54
Learning the Elaborated Code 56
Building Vocabulary 58
Can Disadvantaged Children Catch Up? 66
 
4. KNOWLEDGE OF THINGS                                                                           68
What the Text Doesn't Say 68 
Who Is the General Reader? 70
How Much Knowledge Do We Need? 73 
Which Knowledge Do We Need? 74 
Why Not in the Reading Program? 77
5. USING SCHOOL TIME PRODUCTIVELY                                                         80
Wasting Students' Time 8o Blaming Teachers 83
Better Use of Time Leads to Greater Fairness 85
Using Time Effectively 88
6.        USING TESTS PRODUCTIVELY                                                                   91
Are Tests Driving Our Schools? 91
The Flaws of State Tests 93
The Nature of Reading Tests 96
What Kinds of Tests WiII Enhance Education? 102
7.        ACHIEVING COMMONALITY AND FAIRNESS                                              107
Reading and a Wider Crisis 107
Fulfilling Our Nation's Highest Ideals io8
Constantly Changing Schools—A Critical Issue 109 
Localism and a Perfect Storm of Bad Educational Ideas 112  
Are There Decisive Advantages in Specifying Definite Content? 115
Thinking the Unthinkable: A Core of Common Content in Early Grades 119
APPENDIX:THE CRITICAL IMPORTANCE OF AN ADEQUATE THEORY 

OF READING                                                                    127

NOTES                                                                           139
ACKNOWLEDGMENTS                                                            159
INDEX                                                                            161

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